Guía Docente 2023-24 ECONOMÍA MUNDIAL Y ESPAÑOLA |
BASIC DETAILS:
Subject: | ECONOMÍA MUNDIAL Y ESPAÑOLA | ||
Id.: | 32768 | ||
Programme: | DOBLE GRADO EN ADMON. Y DIRECCIÓN DE EMPRESAS Y GRADO EN DERECHO | ||
Module: | ECONOMIA Y MARCO JURIDICO | ||
Subject type: | MATERIA BASICA | ||
Year: | 1 | Teaching period: | Segundo Cuatrimestre |
Credits: | 6 | Total hours: | 150 |
Classroom activities: | 70 | Individual study: | 80 |
Main teaching language: | Inglés | Secondary teaching language: | Castellano |
Lecturer: | Email: |
PRESENTATION:
A proper understanding of economics requires a historical perspective. Therefore, Spanish and Global Economic is the study of the long-term development of economies. The rationalist structure of the modern economic theory is a powerful explanatory tool and is of universal significance – but the importance of the institutional context is often overlooked. If the reality of scarcity, the exercise of choice and the inescapable nature of opportunity cost are timeless and universal, the social mechanisms, laws, conventions, and institutions within which individual and collective choices are made evolve continuously.
The subject Spanish and Global Economic enables students to develop a fuller appreciation of the forces of economic change. It balances the ‘universalist’ assumptions of the economist with the ‘particularist’ approach of the historian and helps those who have had little previous acquaintance with economics to understand economic theories through the study of historical examples. Thus, students will be better able to use economic theory and to assess economic policy in ways that take into consideration the different time paths of legal, political and cultural inheritance.
PROFESSIONAL COMPETENCES ACQUIRED IN THE SUBJECT:
General programme competences | G01 | Ability to analyse and summarise information from several sources. |
G02 | Creative and efficient resolution of problems that arise in day-to-day, in order to ensure the highest levels of quality of professional work. | |
G03 | Ability to organise and plan the work in the context of continuous improvement | |
G04 | Use of information and communication technologies | |
G05 | Ability to work effectively in interdisciplinary teams, integrating and participating in scientific and professional teamwork, contributing ideas and respecting and valuing the diversity of views of other team members. | |
G06 | Ability to incorporate ethical principles into the professional culture, giving priority to ethical commitment to customers and society. | |
G07 | Ability to work in an international context and innovate and adopt new approaches used in other national contexts. | |
G08 | Oral and written communication in Spanish. | |
G09 | Oral and written communication in English in academic and professional contexts. | |
G10 | Ability to apply the acquired knowledge, adapting it to the needs and special features of each situation and person. | |
G11 | Ability to come up with new ideas (creativity). | |
G12 | Ability to incorporate scientific research and evidence-based practice as a professional culture, updating knowledge and skills continuously. | |
G13 | Ability to develop learning strategies throughout life to be able to acquire new knowledge, by developing their own academic and professional path. | |
G14 | Oral and written communication in native language and in English, according to the needs of their field of study and the demands of their academic and professional environment. | |
G15 | Ability to establish and meet the most appropriate quality criteria and apply methodologies and work strategies geared towards continuous improvement. | |
G16 | Ability to assimilate concepts of a social and humanistic nature into a comprehensive university education to enable the development of ethical values such as solidarity, multiculturalism, equality, commitment, respect, diversity, integrity, etc. | |
Specific programme competences | E01 | Understand the specific aspects of the operation, management and control of the different functional areas of the company. |
E02 | Know and understand the local, national and international socio-economic context in which the companies operate and be able to interpret its impact on them. | |
E03 | Ability to apply the acquired knowledge of the functional areas of the company and the socio-economic environment. | |
E04 | Ability to identify related variables and understand their impact on business organisations. | |
E05 | Learn about the legal framework for corporate governance, with special emphasis on the principles of commercial law, labour and tax. | |
E08 | Be familiar with the mechanisms that enable professionals to intervene in legal issues as experts in economic, financial and business matters, acting as expert witnesses in civil, criminal, administrative and labour disputes, bankruptcy administrators, legal issues and, in general, as partners with the judicial authorities or as independent experts before Mercantile Registries and other entities. | |
E09 | Appreciate how the domestic and international financial markets operate. | |
E10 | Understand financial operations taking place in business environments, designing and analysing investment and financing strategies. | |
E14 | Understand the principles of business ethics and be able to design scenarios in which these principles can be put into business practice. | |
E15 | Propose, plan and lead business innovation projects that ensure the competitiveness of the company. |
PRE-REQUISITES:
There are no pre-requisites to follow the course successfully. Nevertheless, it would be desirable if students were familiar with basic kwnoledge of Global Contemporary History, Economics and Geography.
SUBJECT PROGRAMME:
Subject contents:
1 - PRE-INDUSTRIAL ECONOMIES AND THE BEGINNING OF MODERN ECONOMIC GROWTH |
1.1 - The general characteristics of pre-industrial economies. |
1.2 - The crisis of the Old Regime and institutional change. |
1.3 - The Spanish Case |
2 - THE INDUSTRIAL REVOLUTION AND THE GROWTH OF INDUSTRIALIZACION |
2.1 - The Industrial Revolution in Great Britain |
2.2 - Industrialization and economic Growth |
2.3 - The Second Industrial Revolution and the emergence of new economic powers. |
2.4 - The Spanish Case |
3 - CONFIGURATION OF AN INTERNATIONAL ECONOMY: THE FIRST GLOBALIZATION |
3.1 - International trade and the integration of product markets |
3.2 - International capital movements and the international monetary system: the gold standard. |
3.3 - The other side of globalization: crisis in the end of the century and imperialism |
3.4 - The Spanish Case |
4 - THE GLOBAL ECONOMY IN THE INTERWAR PERIOD: CRISIS AND DEGLOBALIZATION |
4.1 - The economic consequences of the First World War. |
4.2 - The origins of the Great Depression and its international impact. |
4.3 - The outflows of depression and economic evolution until World War II. |
4.4 - The Spanish Case |
5 - THE GOLDEN AGE OF CAPITALISM: GROWTH AND RETURN TO THE INTERNATIONAL ECONOMY |
5.1 - The new economic bases after the Second World War: the role of the State |
5.2 - The reintegration of the international economy: trade, finance and the process of European integration. |
5.3 - Convergence and divergence in the Golden Age of Capitalism |
5.4 - The Spanish Case |
6 - THE WORLD ECONOMY DURING THE SECOND GLOBALIZATION: FROM THE CRISIS TO THE THIRD INDUSTRIAL REVOLUTION |
6.1 - The limits of economic growth |
6.2 - Economic and financial crises. Changes in economic policies. |
6.3 - New processes of convergence and divergence: the leading role of emerging economies |
6.4 - The Spanish Case |
Subject planning could be modified due unforeseen circumstances (group performance, availability of resources, changes to academic calendar etc.) and should not, therefore, be considered to be definitive.
TEACHING AND LEARNING METHODOLOGIES AND ACTIVITIES:
Teaching and learning methodologies and activities applied:
Teaching methods try to be varied so that students in a classroom can receive a certain range, digest, master the material provided by the professor as efficiently and effectively as possible. Knowing the type of student learning helps teachers to be able to close all or nearly all students by simply convey information by the different styles that are tailored to the type of learning student (visual, auditory, kinesthetic, tactile, mixed…)
Lectures
The professor will develop an analytical conceptualization and a synthesis for every topic in the program. The aim is to facilitate the transmission of knowledge and to motivate the student in historical and economic analysis. The focus falls on the presentation of information and analysis by the teacher. Lectures offer a good way of covering a lot of information and of conveying ideas to the students.
Tutorials, teamwork practical activities and individual assignment
Tutorials intend to help students to gain a deep understanding of the subject matter in their discipline - discussion in tutorials helps students to see the significance and implications of their knowledge so they can apply what they have learned in new contexts; enable students to learn how to think, for instance, to synthesize disparate sources, to formulate a thesis and justify it, to anticipate criticisms of their arguments, and to respond to questions and challenges; develop students’ basic academic skills (e.g. identification and evaluation of relevant resources, effective communication both orally and in writing, effective time-management, critical self-assessment); develop students’ ability to think and act like a professional in their discipline.
A large proportion of the most meaningful learning at University happens when students are working in small groups, be it in seminars, tutorials, practical and laboratories, as well as with their peers outside their timetabled sessions (independent study time). Working in small teams can allow students to embrace a range of interactive, cohesion with their peers and collaborative skills which are often hard to develop in individual study situations, and impossible to develop in large-group environments such as lectures. These give students the chance to go deeper with the material to put the knowledge they’ve acquired to use or create something new from it. This level of application is an extremely important and often overlooked part of the learning process.
Individual study and reading assignment allows to use to the teacher numerous methodologies to deepen in the concepts and processes analyzed in class: lecture plus question and answer methods and tasks (combination of lectures with question and answer and administration tasks); lectures plus discussions and assignments (the first teacher describes the subject matter, then hold a discussion, and finally gave the task); global method (students are told to read the whole material, then students resumed the essence of the material); problem-solving method where students are given the questions, then asked to solve, etc.
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In accordance with the Manual of Good Practices of the University, it will be considered as a very serious fault the commission of plagiarism in any of the works carried out, as it violates the code of conduct of any profession. In the classroom, unless expressly mentioned by the teacher and those provided by the University, electronic devices that disturb the attention and the correct development of the subject will not be allowed in class
Student work load:
Teaching mode | Teaching methods | Estimated hours |
Classroom activities | ||
Master classes | 12 | |
Other theory activities | 4 | |
Practical exercises | 12 | |
Practical work, exercises, problem-solving etc. | 11 | |
Debates | 8 | |
Coursework presentations | 10 | |
Films, videos, documentaries etc. | 4 | |
Workshops | 6 | |
Participation in seminars, conferences etc. | 1 | |
Extra-curricular activities (visits, conferences, etc.) | 2 | |
Individual study | ||
Tutorials | 4 | |
Individual study | 24 | |
Individual coursework preparation | 14 | |
Group cousework preparation | 14 | |
Research work | 12 | |
Compulsory reading | 10 | |
Recommended reading | 2 | |
Total hours: | 150 |
ASSESSMENT SCHEME:
Calculation of final mark:
Written tests: | 10 | % |
Individual coursework: | 20 | % |
Group coursework: | 25 | % |
Final exam: | 45 | % |
TOTAL | 100 | % |
*Las observaciones específicas sobre el sistema de evaluación serán comunicadas por escrito a los alumnos al inicio de la materia.
BIBLIOGRAPHY AND DOCUMENTATION:
Basic bibliography:
FLOUD, R., HUMPHRIES , J., JOHNSON, P. A., eds. The Cambridge Economic History of Modern Britain. Cambridge: Cambridge University Press, 2014. |
MORKYR, J. dir. The Oxford Encyclopedia of Economic History, Oxford, Oxford University Press, 2003. |
NEAL, Larry. A concise economic history of the world : from paleolithic times to the present. New York-Oxford: Oxford University Press, |
BATEN, Joerg (ed.). A history of the global economy : from 1500 to the present. Cambridge: Cambridge University Press, 2016. |
ALLEN, Robert C. Global economic history : a very short introduction. Oxford: Oxford University Press, 2011. |
AMATORI, Franco & COLLI, Andrea. Business history : complexities and comparisons. London & New York: Routledge, 2011. |
TAMAMES, Ramón. Estructura económica internacional. Madrid: Alianza editorial, 1970. |
GARCÍA DELGADO, José Luis y Myro Rafael (dir). Lecciones de Economía Española. Madrid: Civitas, 2009. |
MANKIW, N. Gregory. Economics. London: South- Western, Cengage learning, 2011. |
KRUGMAN, Paul R. Essentials of economics. New York: Worth Publishers, 2014. |
Recommended bibliography:
TEICHOVA, Alice; MATIS, Herbert. Nation, State and the Economy in History, Cambridge : Cambridge University Press, 2003. Base de datos: eBook Collection (EBSCOhost) |
CROUZET, François. A History of the European Economy, 1000-2000. Charlottesville : University of Virginia Press, 2001. Base de datos: eBook Collection (EBSCOhost) |
ALDCROFT, Derek, The European Economy, 1914-1990. London: Routledg, 1993. |
BROADBERRY, Stephen & O'ROURKE, Kevin (eds.). The Cambridge Economic History of Modern Europe. Cambridge: Cambridge University Press, 2010. |
FEINSTEIN, C.; TEMIN, P. & TONIOLO, G.: The World Economy Between the World Wars. Oxford, Oxford University Press, 2008. |
LIVI BACCI, Massimo. A Concise history of world population. Malden, Blackwell, 2001. |
O'ROURKE, Kevin & WILLIAMSON, Jeffrey G. Globalization and history : the evolution of a nineteenth-century Atlantic economy. Cambridge: The MIT Press, 1999. |
PERSSON, Karl Gunnar. An Economic History of Europe. Cambridge: Cambridge University Press, 2010. |
TEMIN, Peter. Lessons from the Great Depression. Cambridge: The MIT Press, 1989. |
DI VITTORIO, Antonio (ed.). An Economic History of Europe. London: Routledge, 2006. |
WILLIAMSON, J. G. Comercio y pobreza. Cuándo y cómo comenzó el atraso del Tercer Mundo, Barcelona, Crítica, 2012. |
WILLIAMSON, J. G. El desarrollo económico mundial en perspectiva histórica. Cinco siglos de revoluciones industriales, globalización y desigualdad, Zaragoza, Prensas Universitarias de Zaragoza, 2012. |
TORTELLA, G. La revolución del siglo XX. Capitalismo, Comunismo y Democracia, Madrid, Taurus, 2000. |
CARRERAS, Albert. Historia económica de la España contemporánea (1789-2009), Barcelona: Crítica, 2010. |
MASSA, P.; BRACCO, G.; GUENZI, A.; DAVIS, J. A. & CARRERAS, A. Historia económica de Europa, siglos XV-XX, Barcelona: Critica, 2003. |
EICHENGREEN, B. La globalización del capital: historia del sistema monetario internacional, Barcelona, Antoni Bosch editor, 2000. |
VRIES, J. de. La revolución industriosa. Consumo y economía doméstica desde 1650 hasta el presente, Barcelona: Crítica, 2009. |
BROADBERRY, S. & O'ROURKE, K. (eds.). The Cambridge Economic History of Modern Europe, 2 vols., Cambridge, Cambridge University Press, 2010. |
VAN ZANDEN, J. L., BATEN, J., MIRA D’ERCOLE, M., RIJPMA, A., SMITH, C. y TIMMER, M. (ed.). How Was Life? Global Well-being since 1820, OECD Publishing, 2014. http:/ / www.oecd-ilibrary.org/ economics/ how-was-life_9789264214262-en |
TORTELLA, G. The Development of Modern Spain. An Economic History of the Nineteenth and Twentieth Century, Harvard University Press, 2000. |
Recommended websites:
FAOSTAT | http://www.fao.org/faostat/en/ |
Maddison Project | http://www.ggdc.net/maddison/maddison-project/home.htm |
International Economic History Association | http://cs.muohio.edu |
European Society for the History of Economic Thought | http://www.eshet-web.org |
European Historical Economic Society | http://www.eh.net |
History of de European Union | http://europa.eu.int |
History full texts | http://www.fordham.edu |
Economic Journals on the Web | http://www.oswego.edu |
Pupulation and Health Data | http://www.worldpop.org |
NBER Macrohistory Database | http://www.nber.org |
IDB. International Data Base USA | http://www.census.gov |
Global Financial Data | http://www.globalfindata.com |
Eurostat | http://europa.eu.int |
Statistics Historical | http://www.neha.nl |
Economic History Services | www.eh.net |
Data and stadistics. A guide to Major Sources on the Web | www.lib.rochester.edu |
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